Strategies to Prepare Faculty to Integrate Genomics Into Nursing Education Programs

Williams, Janet K.; Prows, Cynthia A.; Conley, Yvette P.; Eggert, Julie; Kirk, Maggie; Nichols, Francine H.

doi:10.1111/j.1547-5069.2011.01401.x

Cited by 26 publications

(24 citation statements)

References 13 publications

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“…Learning strategy can be applied, for example lecture on genetic topics, workshop participation, and conference on genetics and nursing clinical practice related to genetics (Hsiao et al, 2013;Maradiegue et al, 2005). Integration of genetics into a discussion of the nursing education curriculum for bachelor students were responded positively (Burke & Kirk, 2006;Hetteberg & Prows, 2002;Horner, Abel, Taylor, & Sands, n.d.;Maradiegue et al, 2005;Williams et al, 2011). Discussion of genetics that can be integrated into the curriculum of basic nursing education has been delivered by Jenkins in 2001.…”

Section: Discussionmentioning

confidence: 99%

Pilot Study of Nursing Students’ Knowledge towards Genetic Topics

Erawati

Kusumaningrum

2015

Nurs. Med. J. Nursing

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Backgrounds: Nowadays, the science of genetics in Indonesia has not touched the world of nursing education and practice in health care. As the first step in order to introduce genetics topic into nursing education, an assessment is needed to identify student's knowledge and comfort toward genetics topic. Purpose: The aim of this pilot study was to identify nursing students' knowledge about genetics. Methods: Research design used in this pilot study was descriptive with cross-sectional approach. The survey was conducted using a questionnaire that adopted and adapted from "The Genetic Needs Assessment Survey" developed by Maradique et.al. This questionnaire was distributed to nursing students at one state school of nursing in Central Java, Indonesia. Result: There were 170 nursing students participated in the pilot study. Descriptive statistic was performed and the results indicated that they were lack of knowledge about genetics topic. Most of students were not familiar to genetic terms, for example locus, missense mutation, nonsense mutation, frameshift mutation, and karyotype. Students were not comfortable to use OMIM and draw pedigree. Respondents argued that more education strategy could be applied to improve student knowledge and understanding of the genetics.

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Section: Discussionmentioning

confidence: 99%

Pilot Study of Nursing Students’ Knowledge towards Genetic Topics

Erawati

Kusumaningrum

2015

Nurs. Med. J. Nursing

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“…Therefore, the majority of nursing faculty attended college prior to the beginning of the Human Genome Project in 1990 and may not have learned basic genetic concepts as part of their initial education. Recent articles provide practical information about educating the next generation of nurses on genetics (Lea, Skirton, Read, & Williams, 2011), recommend strategies to prepare faculty to integrate genetics into educational programs (Tonkin, Calzone, Jenkins, Lea, & Prows, 2011; Williams, et. al.…”

Section: Introductionmentioning

confidence: 99%

Building Genetic Competence Through Partnerships and Interactive Models

Read¹,

Ricciardi²,

Gruhl³

et al. 2016

J Nurs Educ

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Background Nurses are increasingly using genetic-directed therapies in routine care, but evidence indicates that nurse educators lack knowledge about basic genetic concepts and related clinical implications. Educators are the key to preparing future nurses for effective practice in the genomic era, and creative approaches are needed for faculty development. Method Nurse educators in academic and clinical settings partnered with science educators who use sophisticated DNA, RNA, and protein models to explore ways to teach abstract genetic concepts. Results Hands-on learning enabled the workshop participants to understand how transcription of gene mutations leads to the translation of defective proteins responsible for specific diseases. Participants found using the models helped clarified complex concepts that occur at the cellular level. Conclusion Partnerships with science educators can address gaps in nurse educators' knowledge about genetics and introduce creative teaching strategies.

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“…[15] There is an inability to augment genetic-genomic content within nursing education, given the 'large gap' between what nurses actually know and what they need to know in this genetic-genomic era [4] coupled with nurse educators not sufficiently trained to 'close the gap'. [16] Many nursing faculty are unprepared to teach genetic-genomic content, demonstrating a 'paucity' of genetic knowledge. [17,18] Lack of knowledge of G-G and a lack of confidence in the nurse educators' ability to teach this complex content are significant obstacles to integrating this specialty.…”

Section: Nurse Educators and Genetic-genomic Knowledgementioning

confidence: 99%

Comparison of perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students

Sharoff

2017

JNEP

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Objective and rationale: Comparison of self-perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students enrolled at a large diverse urban university in the US. Comfort level in performing genetic-genomic related tasks and its perceived relevance to nursing also explored. Practicing clinicians are expected to have Genetics and Genomics (G-G) knowledge to provide care to a client and their family with a genetic condition and faculty expected to be able to educate these practitioners. Methods: Two groups of participants asked to complete identical survey instrument, Genetics/Genomics Literacy Assessment (GGLA). Data was collected from September 2014-December 2015. Deans/Directors from university's nursing programs (N = 17) sent introductory email with survey link and asked to forward to their faculty. APRN/DNP students at one of the university's graduate programs sent email with survey link. Results: Fifty-three nurse educators and thirty-six graduate degree nursing students completed survey. Comparison of categorical data revealed nurse educators perceived G-G knowledge correlated to graduate degree students. Majority of participants demonstrated significantly lower correct percentages (< 55%) correct] to survey questions. Majority of participants (> 75%) attitude agree it is important for nurses to know this content and be able to teach this material. However, majority (> 75%) were not comfortable with teaching or explaining this material. Conclusions: Nurse educators need to be knowledgeable in order to educate their students who are expected to practice at advanced efficiency. A prepared nursing workforce is crucial for the translation of G-G integration into personalized precision healthcare.

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Strategies to Prepare Faculty to Integrate Genomics Into Nursing Education Programs

Abstract: There is an urgent need to offer genomics in accessible and effective education for nursing practice to optimize health outcomes regardless of geographic location.

Cited by 26 publications

References 13 publications

Pilot Study of Nursing Students’ Knowledge towards Genetic Topics

Pilot Study of Nursing Students’ Knowledge towards Genetic Topics

Building Genetic Competence Through Partnerships and Interactive Models

Comparison of perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students

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